Fear-Based Instruction

As I drove to work yesterday morning, NPR graced my ears with a story about improving education through - what else? - improving teacher quality.  This time it was a "fascinating" study by Chicago economists who found that something called "loss aversion" was highly effective in improving student test scores.  Basically, the idea was to offer teachers $4000 in cash up front, if they promised to return the money if their student's scores didn't improve significantly.  Compared to the control group, the author of the study said scores improved dramatically.

"What we found is strong evidence in favor of loss aversion," he said. "Teachers who were paid in advance and [were] asked to give the money back if their students did not perform — their [students'] test scores were actually out of the roof: two to three times higher than the gains of the teachers in the traditional bonus group."

Yowza.  According to this fascinating piece by Cass Sunstein, my bias against teacher reform has me pulling only the things I want to hear, or the fact that fit with my pre-conceptions out of the story. Thus, I do indeed find the story appalling, and am thus frantically searching my brain for how this story might turn out to be false.  Because, after all, it seems to show that teachers are actually dramatically underperforming, and apparently simply out of lack of motivation.

OK, so wait a minute.  Teaching is one of the hardest jobs out there.  You have to be incredibly motivated to put up with it to begin with.  I have 120 students, half of whom are so-called "reluctant learners", which means if I don't literally walk around and constantly remind them to take their notes, they won't, and thereby failing my class.

And the study apparently found that promises of performance rewards had little effect on test scores, i.e. teaching.  But gains two to three times higher?  Without seeing the actual study (I have to get to work!), I'll allow myself to remain agnostic.

But regardless, what really got me in the piece was the concept of "loss aversion", which is a fancy way of describing something all teachers have come to understand about what teacher reform is all about: fear.  This study is essentially saying that when teachers fear losing compensation, they teach better, leading to better scores for their kids.  More fear = better results. 

Really?  Given the insanity of modern day teaching, how incredibly inequitable it is as a profession, in terms of the job at "good" schools being exponentially easier than that at "poor" schools, and the amount of pressure teachers are under at any given second of the day, a study points to the efficacy of more fear?

And let's be clear about what the mechanism of fear really means.  A teacher consciously, or unconsciously, when teaching, hears a little voice in her head that says, you're going to lose money if you don't get this right.  It's not an externally transmitted physical pain, like an electric shock, but it is pain nonetheless.  And it is a pain that lingers, a kind of emotional anguish.  "Am I doing a good enough job?  Was that lesson good enough?  Oh, I hope they pay attention."  And considering the myriad factors in a child's education that are completely beyond a teacher's control - did the child get yelled at this morning and is now in a foul mood, is the child nervous about neighborhood bullies, does he or she have a mental block or emotional issues? - the fear ends up bleeding into a generalized anxiety that keeps many a teacher up at night.

Wait a second.  That kind of fear is already there, with or without the reward.  Teachers fear that their students aren't going to be successful on a daily basis.  At least I do.  In fact, for my mental sanity, the less I worry about my students, the better I am able to be objective and focus on what really matters - planning good lessons, being prepared and organized, getting good sleep. 

So, I'm supposed to buy the notion that aside from all my sacrifices I make on a daily basis to meet the needs as best as I can with my 120 students, each of them with different specific needs, that the introduction of even more fear is supposedly going to make me a better teacher.

Hmmm.

More Excuses...

This weekend on Up with Chris Hayes, guest host Sam Seder made some brilliant points, along with his panel, addressing some of the "reform" points being made by the neo-liberal on the panel.  ("Neo-liberal" is a term I sometimes use on this blog, and what I basically mean by it is that it pretends that through specific, technocratic adjustments, we can transcend larger structural problems with capitalism that conspire to create fundamental problems of poverty and inequality in the first place.  For example, not every child is going to go to college because our economy relies upon a vast underclass making poverty wages).

This morning the NY Times (ever the neo-liberal paper of record)  this morning argues that reform of teacher evaluations is fundamental to helping poor kids, and assumes unions as the culprit in ultimately perpetuating failing schools.

That teachers’ unions in much of the country now agree that student achievement should count in evaluations at all reflects a major change from the past, when it was often argued that teaching was an “art” that could not be rigorously evaluated or, even more outrageously, that teachers should not be held accountable for student progress.

The problem is actually getting good data on student achievement. State tests give you terrible data for a variety of reasons, ultimately telling you very mixed stories about the actual effect of the teaching in the class. A quality administrator, given a proper amount of time, could look at what students are actually doing in the classroom and tell rather quickly how effective a teacher is. That so many teachers are given high rating by administrators says more about administration policy than teaching (except that so many teachers out there are doing a brilliant job in the face of terrible odds).

In the end, the push for data is driven by the notion that poor kids are being taught well enough by teachers. Yet this is often like squeezing blood from stone: parent background, etc. account overwhelmingly for student achievement, with good teaching making up a small portion of the margin.

Dealing with issues outside the classroom, by rearranging the classroom model itself - smaller classes, more aids, more counselors, etc. - are completely missing from the "reform" agenda, which primarily emphasizes accountability, testing, charters, union-busting and ending tenure.

But again, we aren't even begining to have that conversation.  When it is brought up, teachers are accused of making excuses.  Yet if teachers - the ones on the front lines every single day - feel this is the real need, what students need to be successful, who is really making excuses?